We’ve
all heard of Generation “X.” Now there’s “Generation E,” usually in reference
to a new breed of Europhiles. Decidedly secular and characteristically
pessimistic, these are vigorous members of the European youth culture
(ages 18-44).

To Euro-youth,
marriage is superfluous; sexual orientation irrelevant. These self-proclaimed
“global citizens of the future” love to hate Americans as being selfish,
insular, and materialistic.

Truth
is they are not completely off track. There’s yet another Generation “E,”
one manifestly prone to such unflattering defining characteristics. This
Generation “E” is driven by a spirit of entitlement.

First
printed in the Washington Times (26 April 1999), “Children of the Therapeutic
Society” by B.K. Eakman exposed how social scientists, at first, wrongly
suggested that direct involvement of parents with their children was synonymous
with over-protectiveness. Eventually, hands-on parenting was likened to
“child abuse.” In time, to tolerate a teen tantrum (or that of a two-year-old)
became viewed as “being flexible.”

Parents
of Generation “E” (for entitled) are very, very “flexible.” It is of paramount
importance to them that their kids like them, no matter the cost. What
once was called “talking back” is now “having a voice.” Even tag artists
who deface public and private property are deemed “creative” for their
“thinking outside of the box.”

All
too often our youth are nurtured on what Gene Edward Veith calls “mind-candy
of pop culture.” Void of deep-seated convictions to stir passion, they
are prone to be cynical, nihilistic, and sometimes criminal.

Today’s
growing selfishness is likened to “knowing what you want and setting out
to get it.” The “hormonal teen culture” justifies being insular, and lust
for materialism smacks of what is perceived as healthy ambition.

In a
word, privilege today is more an expectation than a rarity.

Entitlement
to Privilege

As the
story goes, a wealthy farmer sent his sons to the fields, where they worked
long hours in the heat of the sun. Neighbors were appalled. After all,
they reasoned, he had more than enough money to hire out such work. In
disgust, one neighbor stormed the father’s estate, accusing him of unthinkable
stinginess.

“Sir,”
the good farmer responded, “I’m not raising wheat; I’m raising sons.”
More than saving a penny, that father wanted his sons to learn well the
simple lessons of life—lessons he credited for his own success as a farmer,
businessman, and most importantly as a father.

No doubt
those lessons mirrored life rules expounded by author Charles Sykes—the
first of which follows: Life is not fair; get used to it. On occasion,
but not always, the ball of blessing lands undeservedly in your court.
Because of the likelihood that unmerited fortune will, from time to time,
advantage you, let that suffice.

Kids
do well to keep in mind that the world won’t care about self-actualization
or self-esteem, but instead will expect accomplishment as prerequisite
to commendation or financial reward. No amount of ego will land you a
vice presidency right out of high school. You must first earn that title;
and, in the process, you’ll need to “find yourself” on your own time.

Incredulous
as it sounds, before you were born, your parents weren’t as boring as
they are now. They got that way paying your bills, cleaning up your messes,
and listening to your revelries in self-aggrandizement. If you think your
teacher is tough, wait until you get a boss who has no apparent interest
in polishing your ego or feathering your nest.

Progressive
schools may have done away with “winners” and “losers,” but their self-esteem
enhancing paradigm doesn’t bear the slightest resemblance to real life.
Believe it. When you flub up, it’s not the fault of parents, teachers,
or colleagues.

Life
isn’t divided into semesters, with breaks following; and, by the way,
television does not mirror real life. Some youth may be reluctant to accept
that flipping burgers is not beneath their dignity; in fact, it’s called
“opportunity.”

Finally,
be nice to nerds. Chances are you’ll end up working for one!

Teachers
Owe Me

A recently
published Seattle Times article lauds a local child-centered school characterized
by “freedom” and “democracy” (1 April 2007). Just as children ambulate
and speak with seeming spontaneity (no “formal” instruction needed), it
stands to reason that they will learn to read, write, and compute similarly
unencumbered by pesky teachers, assignments, tests, grades.

“Free”
students study only what they want to; these “find their bliss” by playing
cards and shoot-‘em-up cyberspace games. Should they have questions, students
are owed answers by attending adults. Unless asked, however, “facilitators”
remain seen, but not heard. For this, parents dish out yearly tuitions
nearing $6,000.

But,
then, “new” basics of consensus building and interdependence are not new
at all. Founded in 1921 by A. S. Neill, Summerhill was presumed to be
a haven for children to discover who they are and where their interests
lie. Anticipated outcomes were “nurtured” in a self-governing, democratic
community much akin to the model classroom at the University of Iowa laboratory
school for which I student-taught in the late 1960s.

Insofar
as rules were concerned, pupils and staff alike had equal vote; and, yes,
lessons were optional. Young and inexperienced as I was, it didn’t take
long to realize that this was no way to run a school—unless, that is,
you don’t mind ducking water balloons or dodging skate boarders hording
the hallways.

Certainly,
I’m not calling for “the good old days” of the late 1800s when teachers
were required to fill lamps, clean chimneys, tote daily supplies of water
and coal, and whittle pens for their students—in addition, of course,
to dispensing knowledge and honing basic skills. Even so, for most, education
imparted in one-room schoolhouses was highly esteemed; and educators commanded
due respect. Despite grueling requirements, teachers enjoyed the supreme
satisfaction of equipping their students with academic skills and a firm
sense of personal accountability and character.

No more.
What B.K. Eakman terms “psychological calisthenics”—this, in lieu of yesteryear’s
far more challenging textbooks, rigorous assignments, and stricter teachers—paves
the way for students to become inebriated with an exaggerated pre-occupation
with self.

Despite
the fact that American high-school students are falling behind even the
Third World when it comes to math and science, our kids still rank near
the top when tested on matters of self-esteem.

Something
is terribly wrong with this picture.

Life
Owes Me

More
than ever before, feeling good about oneself trumps all. In psychology,
narcissism is an exaggeration of normal self-respect and involvement,
yet networks and magazine ads scream the message that kids are entitled.
Life owes them, don’t you know?

The
best car, the latest technology, the designer label, the spring vacation,
endless junk food—all are expected, even demanded. After all, advertisements
proclaim that I’m “worth it.” “I deserve a break today”; it’s “my thing”
to “do what I wanna’ do.” The so-called “Imperial Self” is “born to rule.”
While theirs is “the spirit—with attitude,” kids today “regret nothing.”

Thus
armed with commercial jingles and slogans, Generation “E” (for “entitled”)
strive to turn the tide of favor their way by opportunistically flashing
the “victimology” card. Unfortunately, in the real world, parents and
teachers do youngsters no favor by appeasing the oft-cited whine, “That’s
not fair!”

Horace
Mann believed in the perfectible nature of man and, in 1850, sold many
Americans on the misguided idea that in one hundred years secular education
would solve crime and poverty. To the contrary, a “mental hygiene” approach
to education, coupled with permissive parenting, has erupted instead in
grotesque violence (can you say “Littleton”?).

Cheri
Pierson Yecke characterized the rising tide of mediocrity in America’s
schools as a veritable “war against excellence.” And a war it is. Is it
any wonder that the longer students attend American schools, the farther
they fall behind age-mates in most industrialized nations of the world
(Dr. James Dobson, Focus on the Family)?

That
the focus on academics shifted dramatically in the 1960s to emotional
health issues begs the question, “How is this working for you?” Apparently
it’s not working well. Whistle blower Charlotte Thomson Iserbyt uncovered
the mother lode, armed herself with it, and then fled the US Department
of Education for which she had served as senior official.

A recent
“Cosmo Girl” survey reveals that nearly one in three would pocket a $5
bill if she saw a stranger drop it on the floor. Indeed, former secretary
of education William Bennett rightly reasons that “value-neutral,” standard-light
schools more often than not fashion morally indifferent students. Society,
he concludes, is no better for it.

God
Owes Me

Not
long ago, I overheard a middle-aged woman reminiscing about her lifelong
journey as a Christian. Never having had a husband, or children, this
seemingly unfulfilled woman blurted out, “God owes me BIG TIME.”

I’ve
got to admit, this unexpected outburst took me aback. Yes, my friend had
devoted her life to Christian service; but, then, a “living sacrifice”
is what the Bible describes as “reasonable service.” Somehow this good
woman felt “owed.”

That
conversation reminded me of an earlier experience when I employed a worker
to undertake a construction project in the backyard. In the business sector,
effort minus output seldom reaps reward, certainly not monetarily; however,
despite this job’s remaining incomplete, my workman demanded five times
the amount of his previously agreed-upon bid. His rationale, as I heard
it, was that God’s intent was to bless him at my expense. No matter the
mess left behind, he nonetheless felt “owed.”

These
scenarios underscore the principle that life isn’t fair; but then it is
the Lord’s prerogative whether to give or take away. Wisdom dictates that
there is no inherent virtue in material gain or loss. Neither ensures
salvation, sanctification or discipleship; either can ambush and ensnare;
both, when embraced, contribute to character maturation and “abundant
living” in Christ.

To feel
“owed” is a far cry from acknowledging and, then, appropriating more than
thirty thousand biblical promises ripe for the picking. We who died to
sin and self upon accepting Christ as Lord dare not indulge a covetous
spirit of entitlement. God is in debt to no one, but we are forever in
debt to Him. In fact, the Bible calls us His willing “love-slaves.”

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As was
the case with the apostle Paul, most Christians experience abounding and
abasing, being full and being hungry; but God’s love and valuation of
them never vacillates. No matter the quality of life enjoyed or tolerated,
as the case may be, believers can trust that God remains their faithful
provider. For part 2 click below.

Daughter of an
Army Colonel, Debra graduated with distinction from the University of
Iowa. She then completed a Master of Education degree from the University
of Washington. These were followed by Bachelor of Theology and Master
of Ministries degrees-both from Pacific School of Theology.

While a teacher
in Kuwait, Debra undertook a three-month journey from the Persian Gulf
to London by means of VW "bug"! One summer, she tutored the daughter of
Kuwait's Head of Parliament while serving as superintendent of Kuwait's
first Vacation Bible School.

Having authored
the ABCs of Globalism and ABCs
of Cultural -Isms, Debra speaks to Christian and secular groups alike.
Her radio spots air globally. Presently, Debra co-hosts WOMANTalk
radio with Sharon Hughes and Friends, and she contributes monthly commentaries
to Changing Worldviews and NewsWithViews.com. Debra calls the Pacific
Northwest home.

Parents
of Generation “E” (for entitled) are very, very “flexible.” It is of paramount
importance to them that their kids like them, no matter the cost. What
once was called “talking back” is now “having a voice.” Even tag artists
who deface public and private property are deemed “creative” for their
“thinking outside of the box.”